scholarly journals Characteristics of people who died by suicide: record review of two and half years from the National Referral Hospital, Bhutan

2021 ◽  
Vol 7 (2) ◽  
pp. 8-12
Author(s):  
Norbu Norbu ◽  
Chencho Dorji ◽  
Kuenzang Norbu ◽  
Kencho Peldon
Keyword(s):  
Mental Health ◽  
Action Plan ◽  
Stressful Event ◽  
Health Issues ◽  
Gainful Employment ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Low Education ◽  
National Information ◽  
Record Review

Introduction To address the suicide issue in the country, the Royal Government of Bhutan implemented a three year suicide prevention action plan from 1st July 2015 to 30th June 2018. As part of that action plan a national suicide registry was established under the Ministry of Health in January 2016 to collect comprehensive national data on suicide. The purpose of this study is to generate national information on suicide by analysing the suicide cases investigated and reported to suicide registry by the Forensic Department during the first two and half years.  Methodology The study is a descriptive, retrospective and quantitative analysis of the suicide cases investigated by the Forensic Department from 1st January 2016 to 30th June 2018. The variables included the characteristics of the suicide victims. Result Majority of the victims were young adults with no or low education and were either unemployed or employed with less income. 56.7% of the victims were women. Majority of them did not have physical illness or disability. About 45% had some form of mental health issues. Majority of them experienced some form of acute stressful event prior to committing suicide. Conclusion Improved socioeconomic conditions through gainful employment, easily accessible mental health services and social support networks as well as population with good social and emotional skills will contribute to prevention of suicide in the country.   

Developmental Psychology

2018 ◽  
Author(s):  
Jessica M. Dollar ◽  
Susan D. Calkins
Keyword(s):  
Mental Health ◽  
Interpersonal Relationships ◽  
Social Adjustment ◽  
Developmental Psychology ◽  
Future Research ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Developmental Theories ◽  
Age Appropriate

This chapter considers the study of developmental psychology, with a focus on the acquisition of age-appropriate social and emotional skills from infancy through adolescence and its role in child and adolescent mental health and social adjustment. In particular, our goals are to (a) provide a discussion of leading relevant developmental theories; (b) describe important dimensions of social and emotional development from infancy through adolescence at the behavioral and biological levels and within the context of interpersonal relationships; (c) provide a selective review of the associations between emotion regulation abilities, social adjustment, and indicators of early psychopathology; and (d) discuss challenges for future research in the field of developmental psychology, focused on social and emotional research that may inform our understanding of the development of mental health challenges for children and adolescents.

Mental Health First Aid: A Useful Tool for School Nurses

2017 ◽  
Vol 32 (6) ◽  
pp. 361-363 ◽  
Author(s):  
Joy Atkins
Keyword(s):  
Mental Health ◽  
Substance Abuse ◽  
Action Plan ◽  
First Aid ◽  
Daily Basis ◽  
School Nurses ◽  
Mental Health First Aid ◽  
Health Issues ◽  
Mental Health Issues ◽  
Health Action

School nurses address mental health issues of youth on a daily basis. These mental health issues include substance abuse, anxiety, depression, and even suicidal ideation. Mental health first aid is a process that seeks to help medical professionals and laypeople recognize and address someone that is having a mental health or substance abuse crisis. This article will describe an experience with a student having suicidal ideations and how the mental health action plan was used.

scholarly journals Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach

2020 ◽  
Vol 17 (2) ◽  
pp. 575 ◽  
Author(s):  
Claire Blewitt ◽  
Heather Morris ◽  
Kylie Jackson ◽  
Helen Barrett ◽  
Heidi Bergmeier ◽  
...  
Keyword(s):  
Mental Health ◽  
Early Childhood ◽  
Intervention Mapping ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Learning Programs ◽  
The Impact

High-quality early childhood education and care (ECEC) can strengthen the social and emotional skills that are crucial for children’s ongoing development. With research highlighting an increasing prevalence of emotional and behavioural challenges in young children, there is emphasis on embedding teaching practices and pedagogies to support social and emotional skills within early learning programs. A growing body of research has examined the impact of social and emotional learning programs in ECEC; however, few studies describe the intervention development process, or how educators and other professionals were engaged to increase the relevance and feasibility of the program. The current paper describes the development of the Cheshire Social-Emotional Engagement and Development (SEED) Educational Program, an online learning tool to support early childhood educators to foster children’s positive mental health. Cheshire SEED was designed using five steps of the Intervention Mapping methodology: (i) comprehensive needs assessment to create a logic model of the problem; (ii) creation of program outcomes and change objectives mapped against determinants of educator behaviour; (iii) co-design of theory-based methods and practical strategies; (iv) program development; and (v) adoption and implementation planning. The process and decisions at each step of the IM protocol are presented, and the strengths and limitations of the approach to develop a mental health intervention for ECEC settings are discussed.

Overcoming difficult conversations: Training medical professionals to discuss mental health with cancer survivors.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. e19155-e19155
Author(s):  
Shelby Roberts ◽  
Marti Macchi ◽  
Samaha Hodges ◽  
Ron Goldman ◽  
John Patton
Keyword(s):  
Mental Health ◽  
Cancer Survivors ◽  
Learning Experience ◽  
Medical Professional ◽  
Medical Professionals ◽  
Extensive Literature ◽  
Health Issues ◽  
Social And Emotional ◽  
Difficult Conversations ◽  
Control And Prevention

e19155 Background: Cancer survivors have overcome a significant health challenge, and now face the physical, social and emotional effects of surviving cancer. These psychosocial side-effects are often not addressed in the clinic due to time constraints, false perceptions of reimbursement and discomfort toward the subject from both the patient and medial professional. The National Association of Chronic Disease Directors, along with the Centers for Disease Control and Prevention and Kognito Solutions have developed a series of conversation simulations led by virtual human, digital characters to help medical professionals practice these patient interactions. Methods: The simulation was developed after an extensive literature review and interviews with cancer survivors and 12 professionals in oncology and primary care. Scripts were developed that included hundreds of conversation pathways for providers to choose from. Scripts were tested by subject matter experts in clinical psychology, oncology and survivorship. Three video interviews with survivors were included along with a didactic teaching segment to provide instruction to medical professionals participating in the simulation. Results: The resulting learning experience is a self-guided conversation pathway where the medical professional chooses responses to the virtual cancer survivor’s questions guiding the survivor toward a discussion focused on distress. The simulation offers feedback and suggests conversational improvements throughout the process. The simulation is now complete and freely available online. Full rollout and dissemination including CME credits will begin in March. To date,197 distinct users have engaged in the simulation. Users self-reported the simulation was high quality and resulted in them listening more, asking more open-ended questions, and discussing mental health issues routinely with patients. Conclusions: This innovative approach to learning offers an interactive and highly engaging way to practice difficult discussions with patients. Increasing the quality and frequency of mental health screenings with cancer survivors will empower survivors and improve their adherence to other health behaviors reducing the risk of recurrence. Increased use of the simulation after the national rollout will allow a more robust evaluation of future impact on patient mental health and changes in medical practice.

scholarly journals Training-of-Trainers Neuroscience and Mental Health Teacher Education in Liberia Improves Self-Reported Support for Students

2021 ◽  
Vol 15 ◽  
Author(s):  
Kara Brick ◽  
Janice L. Cooper ◽  
Leona Mason ◽  
Sangay Faeflen ◽  
Josiah Monmia ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Health Issues ◽  
Social And Emotional ◽  
Tier Ii ◽  
People With Mental Illness ◽  
Training Of Trainers ◽  
Teacher Mental Health

Education programs have been central to reestablishing social norms, rebuilding public educational institutions, and addressing public attitudes toward mental illness in Liberia following a protracted civil war and the Ebola epidemic. The aim of this study was to determine if a program combining an understanding of neuroscience with mental health literacy content could increase teachers’ awareness of students’ mental health issues and produce changes in teacher attitudes and classroom practices. A tiered Training-of-Trainers approach was employed. The first workshop trained 24 Liberian secondary science teachers in the neurobiology of learning, memory, emotions, stress and adolescent brain development. A Leadership Team formed from eight of the Tier I participants then adapted the curriculum, added in more mental health literacy content and led four Tier II workshops and four follow-up Refresher sessions. Participants completed a neuroscience knowledge test and surveys assessing stigma, general perceptions of people with mental illness, and burnout. A subset of Tier II teachers participated in a structured interview at the Refresher time point. Teachers in both tiers acquired basic neuroscience knowledge. Tier I, but not Tier II teachers significantly improved their surveyed attitudes toward people with mental illness. No changes were found in overall teacher burnout. Despite these survey results, the interviewed Tier II teachers self-reported behavioral changes in how they approached their teaching and students in their classrooms. Interviewees described how they now understood social and emotional challenges students might be experiencing and recognized abnormal behaviors as having a biopsychosocial basis. Teachers reported reduced use of verbal and corporal punishment and increased positive rewards systems, such as social and emotional support for students through building relationships. Refresher discussions concurred with the interviewees. In contrast to previous teacher mental health literacy programs which did not bring about a change in helping behaviors, this pilot program may have been successful in changing teacher knowledge and self-reported behaviors, improving teacher–student relationships and decreasing harsh discipline. The combination of basic neuroscience concepts with training on how to recognize mental health issues and refer students should be investigated further as a strategy to promote teacher mental health literacy.

Rural School-Based Mental Health Services: Parent Perceptions of Needs and Barriers

2018 ◽  
Vol 40 (2) ◽  
pp. 104-111
Author(s):  
Kimberly Searcey van Vulpen ◽  
Amy Habegar ◽  
Teresa Simmons
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Parent Perceptions ◽  
Well Being ◽  
Health Issues ◽  
Behavioral Issues ◽  
Social And Emotional ◽  
School Based ◽  
Main Challenge

Abstract The benefits of school-based mental health services have been supported in prior research and literature. Studies have shown that approximately one in five youths in schools today have diagnosable mental health disorders. However, research has identified that close to 70 percent of those youths do not receive the services they need. This gap in care has a significant impact on the academic, social, and emotional well-being of youths. Parent involvement is essential in bridging services. However, parents often face barriers in accessing mental health care for their child. The aim of this study was to explore parent perceptions of needs and barriers to school-based mental health services. This exploratory study included 607 parent and guardian respondents. Findings showed that parents were overwhelmingly in support of schools being involved in addressing the mental health needs of students. Anxiety, depression, and bullying were the top emotional and behavioral issues that parents recognized as the main challenge for their child. Lack of parent support, understanding that mental health issues even exist in youths, and lack of supportive school programs were identified as key factors that place youths at risk of not receiving the services they need.

Introducing Reflexivity to Evaluation Practice

2016 ◽  
Vol 38 (3) ◽  
pp. 360-375 ◽  
Author(s):  
Jenna van Draanen
Keyword(s):  
Mental Health ◽  
Action Plan ◽  
Participatory Evaluation ◽  
Health Issues ◽  
Thematic Content Analysis ◽  
Evaluation Practice ◽  
Mental Health Issues ◽  
Field Notes ◽  
Reflexive Inquiry

There is currently a paucity of literature in the field of evaluation regarding the practice of reflection and reflexivity and a lack of available tools to guide this practice—yet using a reflexive model can enhance evaluation practice. This paper focuses on the methods and results of a reflexive inquiry that was conducted during a participatory evaluation of a project targeting homelessness and mental health issues. I employed an action plan composed of a conceptual model, critical questions, and intended activities. The field notes made throughout the reflexive inquiry were analyzed using thematic content analysis. Results clustered in categories of power and privilege, evaluation politics, the applicability of the action plan, and outcomes. In this case study, reflexivity increased my competence as an evaluation professional: The action plan helped maintain awareness of how my personal actions, thoughts, and personal values relate to broader evaluation values—and to identify incongruence. The results of the study uncovered hidden elements and heightened awareness of subtle dynamics requiring attention within the evaluation and created opportunities to challenge the influence of personal biases on the evaluation proceedings. This reflexive model allowed me to be a more responsive evaluator and can improve practice and professional development for other evaluators.

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